Overview and Expanded Checklist
For
District Strategic Plan to Support Teaching and Learning Aligned with
Creating the World’s Best Workforce
Effective Date: Effective for the 2013-2014 school year and later.
In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public
meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching
and learning that is aligned with creating the world's best workforce.
Minnesota schools strive to provide the best educational opportunities for all children. Providing
an education to Minnesota youth that leads to creating the world’s best workforce is a goal that
must be addressed early on in every child’s life. Students are more likely to reach this goal if
they are ready for school upon entering kindergarten; achieve grade-level literacy by grade
three; graduate from high school and attain career and college readiness.
In order to create the world’s best workforce, it is imperative that academic achievement gaps
are closed among all racial and ethnic groups of students and between students living in poverty
and not living in poverty as well as for English language learners and non-English language
learners and for students who receive or do not receive special education.
The comprehensive strategic plan that districts create is intended to serve as a foundational
document to align educational initiatives that serve to ensure reaching intended student
outcomes from pre-kindergarten to post high school graduation. Districts should consider and
use existing plans, documents and strategies that may already be in place and/or are required
by the Minnesota Department of Education (MDE). These may include the Title I Plan, School
Improvement Plans; School Readiness Program Plan; Local Literacy Plan; Student Transition
Plan to College and Career Readiness; Plan for Educator Effectiveness, Q Comp, Alternative
Delivery of Specialized Instructional Services, Continuous Improvement Monitoring Progress
Plan, and the Integration Plan. This district-level strategic plan should illustrate how the various
existing district plans fit together and serve as a blueprint to create a quality workforce equipped
with necessary skills for the 21st century.
World’s Best Workforce District Plan
As written in 2013 Minnesota Statutes, section 120B.11, (from here forward referred to as the
“World’s Best Workforce Plan” or “WBWF Plan”) the district’s strategic plan must include:
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(1) clearly defined district and school site goals and benchmarks for instruction and student
achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);
(2) a process for assessing and evaluating each student's progress toward meeting state
and local academic standards and identifying the strengths and weaknesses of
instruction in pursuit of student and school success and curriculum affecting students'
progress and growth toward career and college readiness and leading to the world's best
workforce;
(3) a system to periodically review and evaluate the effectiveness of all instruction and
curriculum, taking into account strategies and best practices, student outcomes, school
principal evaluations and teacher evaluations;
(4) strategies for improving instruction, curriculum, and student achievement;
(5) education effectiveness practices that integrate high-quality instruction, rigorous
curriculum, technology, and a collaborative professional culture that develops and
supports teacher quality, performance, and effectiveness; and
(6) an annual budget for continuing to implement the district plan.
World’s Best Workforce District Report
The school board must hold an annual public meeting to review, and revise, where appropriate,
student achievement goals, local assessment outcomes, plans, strategies, and practices for
improving curriculum and instruction, and to review district success in realizing the previously
adopted student achievement goals and related benchmarks in the comprehensive district wide
strategic plan leading to the World's Best Workforce.
In addition, the school board must publish a public report in the local newspaper with the largest
circulation in the district, by mail, or by electronic means on the district website. The school
board must also transmit an electronic summary of its report to the MDE Commissioner of
Education in the form and manner the commissioner determines.
MDE Annual Evaluation
The MDE Commissioner of Education must collaborate with districts to identify effective
targeted strategies, practices, and use of resources by districts and school sites in striving for
the world's best workforce. The commissioner must assist districts and sites throughout the
state in implementing these effective strategies, practices, and use of resources. The
commissioner must identify those districts in any consecutive three-year period not making
sufficient progress on goals toward improving teaching and learning and striving for the world's
best workforce.
World’s Best Workforce Checklist
The checklist included in this document is a tool for Minnesota school districts to use when
preparing to develop public local strategic plans that strive to create the world’s best workforce.
Part I: Provides an overview of minimum requirements of the World’s Best Workforce plan
components for easy reference.
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Part II: Lists plan components specified in Minnesota Statutes, section 120B.11, with
examples and suggestions that reflect best practice. This section includes suggested
Existing District Resources or Plans that may already include relevant information, and
bulleted questions and quality practices that may be of assistance in developing the WBWF
Plan.
For more information, or if you have questions about this requirement, contact Steve Dibb.
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PART I: Overview of Local World’s Best Workforce Plan Requirements
The district public strategic plan referred to as “the World’s Best Workforce Plan” includes, at a
minimum, the following items consistent with Minnesota Statutes, section 120B.11:
Performance Measures
_____ Measures to determine school district and school site progress in striving to create the
world's best workforce; specifically progress towards:
_____ closing the identified achievement gap(s) in the district
_____ all students ready for kindergarten
_____ all students in third grade achieving grade level literacy
_____ all students attaining career and college readiness before graduating from high
school
_____ all students graduating from high school
_____ Measures to assess progress must include at least:
(1) student performance on the National Association of Education Progress;
(2) the size of the academic achievement gap by student subgroup;
(3) student performance on the Minnesota Comprehensive Assessments;
(4) high school graduation rates; and
(5) career and college readiness under section 120B.30, subdivision 1.
Note: Other relevant local standardized assessments may be used to supplement measures
listed above (e.g., assessments used to determine kindergarten readiness or achievement in
grades K-2).
District Plan Components and Activities
_____ Clearly defined district and school site goals and benchmarks for instruction and student
achievement for all student subgroups identified in section 120B.35, subdivision 3,
paragraph (b), clause (2);
_____ Specific information on a process for assessing and evaluating each student's progress
toward meeting state and local academic standards and identifying the strengths and
weaknesses of instruction in pursuit of student and school success and curriculum
affecting students' progress and growth toward career and college readiness and leading
to the world's best workforce;
_____ Description of a system to periodically review and evaluate the effectiveness of all
instruction and curriculum, taking into account strategies and best practices, student
outcomes, school principal evaluations and teacher evaluations;
_____ Specific information on strategies for improving instruction, curriculum, and student
achievement;
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_____ Description of education effectiveness practices that integrate high-quality instruction,
rigorous curriculum, instructional technology, and a collaborative professional culture
that develops and supports teacher quality, performance, and effectiveness; and
_____ An annual budget for sustaining implementation of the district plan.
District Reporting Requirements
_____ The school board shall publish a report in the local newspaper with the largest circulation
in the district, by mail, or by electronic means on the district website.
Public report to be titled: District Number, District Name Local World’s Best Workforce
Plan will be prominently displayed on the district’s official Web page and contain all
required elements listed consistent with Minnesota Statutes, section 120B.11, in a
manner that is accessible and relevant.
_____ The school board shall hold an annual public meeting to:
_____ review, and revise where appropriate, student achievement goals, local
assessment outcomes, plans, strategies, and practices for improving curriculum and
instruction.
_____ review district success in achieving the previously adopted student achievement
goals and related benchmarks and the improvement plans leading to the world's best
workforce.
_____ The school board must transmit an electronic summary of its report to the Commissioner
of the Minnesota Department of Education each fall.
Summary report to be titled: District Number, District Name Local World’s Best
Workforce Summary Report, submitted in a manner that is accessible and relevant by
October 1, 2014.
_____ Each school district shall periodically survey affected constituencies about their
connection to and level of satisfaction with school. The district shall include the results of
these surveys in the summary report.
Committees and Roles (District Advisory Committee and School Site Teams)
_____ Each school board shall establish a District Advisory Committee to ensure active
community participation in all phases of planning and improving the instruction and
curriculum affecting state and local academic standards.
_____ The district advisory committee, to the extent possible, shall reflect the diversity
of the district and its school sites, and shall include teachers, parents, support
staff, students, and other community residents.
_____ Whenever possible, parents and other community residents shall comprise at
least two-thirds of advisory committee members.
_____ The district advisory committee shall provide recommendations to the school
board regarding rigorous academic standards, student achievement goals and
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measures consistent with subdivision 1a and sections 120B.022, subdivision 1,
paragraphs (b) and (c), and 120B.35, district assessments, program evaluations.
_____ The district may establish school site teams as subcommittees of the district advisory
committee.
_____ A school may establish a school site team to develop and implement strategies and
evidence-based practices to improve instruction, curriculum, and student achievement at
the school site.
_____ The school site team may advise the board and the district advisory committee
about developing the annual budget and revising the school site improvement
plan that aligns curriculum, assessment of student progress and growth in
meeting state and local academic standards and instruction.
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PART II: Plan Components Specified in Minnesota Statutes, section
120B.11, with Suggestions and Examples that Reflect Best Practice
Part II outlines plan components specified in Minnesota Statutes, section 120B.11, aligned with
examples and suggestions that reflect best practice. This section includes suggested Existing
District Resources or Plans that may already include relevant information, and bulleted
questions and quality practices that may be of assistance in developing the WBWF plan.
Districts are not required to respond to the questions and statements, but are encouraged to
use this section as a guide to provide helpful direction as needed.
District Plan Components and Activities
_____ Provide clearly defined district and school site goals and benchmarks for
instruction and student achievement for all student subgroups.
Existing District Resources and Plans may include: Q Comp Plan; Alternative Delivery of
Specialized Instructional Services (ADSIS); School Improvement Plan (SIP), Integration
Plan, Educator Effectiveness Plan, District integration Plan, District Staff Development
Plan, Continuous Improvement Monitoring Process (CIMP) Plan
Statement may be informed by the following questions and use of the following quality
practices:
•
Question: How are district and school site student achievement goals determined
and defined?
•
A needs assessment is conducted that includes gathering, documenting, reviewing
and synthesizing data, to provide a basis and rationale for the district and school
goals and benchmarks for instruction and achievement that are selected for the
WBWF Plan.
•
District and school goals and benchmarks are derived after analyzing disaggregated
student achievement results and growth data for all grade levels served within the
district.
•
Data is disaggregated by student groups including White, Hispanic, Black,
Asian/Pacific Islander, American Indian/Alaskan Native, Free/Reduced Price Lunch,
Special Education, and Limited English Proficiency.
•
Goals are written in SMART goal format (specific, measurable, attainable, resultsfocused, and time-bound) goals.
•
Goals and benchmarks are focused on progress from pre-K to postsecondary
including:
o
o
o
o
o
closing the achievement gap
all students ready for kindergarten
all students in third grade achieving grade level literacy
all students attaining career and college readiness before graduating from
high school
all students graduating from high school
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•
Current practices including effectiveness of core instruction for all student groups are
analyzed, and especially for those students who are not meeting grade level
objectives.
•
Current practices and supports that have demonstrated success/data leading to
improved results for groups of students are analyzed.
_____ Provide specific information on a process for assessing and evaluating each
student's progress toward meeting state and local academic standards and
identifying the strengths and weaknesses of instruction in pursuit of student and
school success and curriculum affecting students' progress and growth toward
career and college readiness and leading to the world's best workforce.
Existing District Resources and Plans may include: Standards-Based Education Plan or
Documents; Plan for Student’s Successful Transition and Assessments; Read Well By
Third Grade Literacy Plan; Title I Plan; School Improvement Plan, Student Advisory or
Career Counseling Plan, Advanced Course Offerings (e.g., IB, PSEO, AP), Student
Support Programming (e.g., Alternative Learning Programs, Targeted Services),
Continuous Improvement Progress Monitoring (CIMP) Plan; Plan for Educator
Effectiveness.
Statement may be best informed by the following questions and use of the following
quality practices.
•
Question: What process is used for assessing and evaluating student progress
towards meeting state and local academic standards?
•
Question: How are strengths and weaknesses of instruction assessed with respect to
students’ progress and growth towards career and college readiness?
•
A system ensuring curriculum, instruction and assessment is aligned with state and
local academic standards is documented and professional development is in place to
ensure all educators utilize a standards-based education system to ensure ALL
students meet or exceed career- and college-ready standards.
•
Measures used to assess and evaluate student progress toward state and local
academic standards are described, along with timelines, process for reviewing data,
and identifying strengths and weaknesses in each of the following areas.
o
o
o
o
o
all students ready for kindergarten
closing the achievement gap
all students in third grade achieving grade level literacy
all students attaining career and college readiness before graduating from
high school
all students graduating from high school
•
Information gathered via the assessments is disaggregated by student groups to
determine the extent to which the district is closing the achievement gap.
•
Strengths and weaknesses of instruction are regularly assessed through a student
progress monitoring process and staff is skilled in adjusting instruction as needed to
promote student and school success.
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_____ Describe the system in place to periodically review and evaluate the effectiveness
of all instruction and curriculum, taking into account strategies and best
practices, student outcomes, building principal evaluations and teacher
evaluations.
Existing District Resources and Plans may include: Effective Principal Evaluation Plan;
Plan for Educator Effectiveness; Professional Development Plans, Q Comp Plan,
Curriculum Alignment to State and Academic Standards
Statement may be best informed by the following questions and use of the following
quality practices.
•
Question: How are strategies and best practices used to evaluate the effectiveness
of instruction and alignment to the curriculum?
•
Question: How is curriculum aligned to state and local academic standards and how
is it ensured that instruction reflects that alignment?
•
Question: How are student outcomes used to periodically review and evaluate the
effectiveness of instruction and curriculum?
•
Question: How are principal and educator evaluation systems linked to effectiveness
of instruction and curriculum?
•
Question: How are results of evaluations used to inform professional development
and ongoing coaching?
•
Effective forms of teacher collaboration are in place such as Professional Learning
Teams (PLTs) that are effective and use data to regularly review and evaluate the
effectiveness of instruction and curriculum and alignment with the state academic
standards at all grade levels.
•
A teacher evaluation system is in place (as evidenced by an established agreement
between local union and school board) that includes a rubric defining effective
instruction and the professional standards the district used to develop the system.
•
A system is in place where feedback on instruction from trained summative
evaluators is provided on a regular basis to reflect on and improve teacher strategies
and practices tied to student outcomes.
•
A system of continuous improvement is in place to review and evaluate effectiveness
of instruction and curriculum taking into account implementation of an instructional
program using well-defined practices and strategies.
_____ Provide specific information on strategies for improving instruction, curriculum,
and student achievement.
Existing District Resources may include: Effective Principal Evaluation Plan; Plan for
Educator Effectiveness; Professional Development Plans, K-12 Curriculum Articulation
Plan, District Integration Plan, Q Comp Plan.
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Statement may be best informed by the following questions and use of the following
quality practices.
•
Question: What are the targeted strategies for improving instruction, curriculum and
student achievement?
•
Question: How are plans for professional development informed by student outcome
data and implementation data (assessments of effort and quality)?
•
A comprehensive professional development plan for all educators is in place that
clearly outlines selection criteria and essential functions expected of staff along with
the goal of educating ALL of Minnesota’s students to graduate from high school
career and college ready in order to create the world’s best workforce.
•
A comprehensive professional development plan that reflects best practice is in
place to ensure professional growth opportunities are specific to the content required
in order to meet the goals and benchmarks outlined in the WBWF Plan.
•
A comprehensive professional development plan that reflects best practice is in
place that clearly outlines opportunities for ongoing coaching to continue to ensure
effective implementation of instructional practices and curriculum aligned to state
academic standards.
•
A comprehensive plan for professional development is in place to ensure that staff
are effective in providing instruction that ensures:
o
o
o
o
o
all students ready for kindergarten
closing the achievement gap
all students in third grade achieving grade level literacy
all students attaining career and college readiness before graduating from
high school
all students graduating from high school
_____ Description of education effectiveness practices that integrate high-quality
instruction, rigorous curriculum, technology, and a collaborative professional
culture that develops and supports teacher quality, performance and
effectiveness
Existing District Resources and Plans may include: Effective Principal Evaluation Plan;
Plan for Educator Effectiveness; Professional Development Plans, District Integration
Plan, Q Comp Plan.
Statement may be best informed by the following questions and use of the following
quality practices.
•
A system that aligns curriculum, instruction and assessment to state academic
standards is documented and professional development is in place so all educators
utilize a standards-based education system to ensure students meet or exceed
career- and college-ready standards.
•
Question: What processes are in place for review of instructional practices in the
classroom?
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•
Question: How does the district ensure that instructional technology is utilized
effectively to develop students’ skills?
•
Question: What forms of educator collaboration are in place to ensure teachers and
principals engage in professional reflective practice?
_____ Each school district shall periodically survey affected constituencies about their
connection to and level of satisfaction with school. The district shall include the
results of this evaluation in the summary report.
•
Constituencies may include students, parents, community members, school staff and
others relevant to the school community.
•
Assessments of satisfaction are geared specifically to the intended audience and
modified as needed (e.g., language translated, accessible format).
•
A procedure for constituents to review survey items for relevance and clarity prior to
distribution of the survey is in place.
•
Intentional efforts to gather input from representative stakeholders (including those
who may be difficult to contact) are made.
•
Results of satisfaction surveys are disseminated broadly and used to inform
celebration of strengths, challenges and resulting actions including educational
improvements.
Committees and Roles (District Advisory Committee and School Site Teams)
_____ Each school board shall establish a district advisory committee to ensure active
community participation in all phases of planning and improving the instruction
and curriculum affecting state academic standards
_____ The district advisory committee, to the extent possible, shall reflect the
diversity of the district and its school sites, and shall include teachers,
parents, support staff, students and other community residents.
_____ Whenever possible, parents and other community residents shall comprise
at least two-thirds of advisory committee members.
Statement may be best informed by the following questions and use of the following
quality practices.
•
Committee members are engaged in reciprocal feedback loops regarding planning
and improving the instruction and curriculum affecting state academic standards.
•
Committee members understand the role they play on the committee and their
perspective is actively encouraged and participation is reinforced.
•
Agendas are determined ahead of time, meetings are scheduled at times that are
conducive to good attendance, notes are taken and distributed at each district
advisory committee meeting, and sufficient time is allotted to meeting agendas.
•
A communication plan is established to convey relevant updates and solicit feedback
from key stakeholders.
•
Content of meetings consists of reviewing reports, outcome and implementation
data, existing district plans, stakeholder feedback and other information that can
effectively inform the work of the committee—that is to participate in the planning and
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improving instruction and curriculum affecting state standards with the intended
outcome of closing the achievement gap, and creating the world’s best workforce.
_____ The district advisory committee shall make recommendations to the school
board regarding rigorous academic standards, student achievement goals
and measures consistent with subdivision 1a and sections 120B.022,
subdivision 1, paragraphs (b) and (c), and 120B.35, district assessments,
program evaluations.
Statement may be best informed by the following questions and use of the following
quality practices:
•
Recommendations are transparent and understood by all members of the district
advisory committee.
_____ The district may establish school site teams as subcommittees of the district
advisory committee.
_____ A school may establish a school site team to develop and implement strategies and
education effectiveness practices to improve instruction, curriculum and student
achievement at the school site.
_____ The school site team may advise the board and the district advisory committee
about developing the annual budget and revising an instruction and curriculum
improvement plan that aligns curriculum, assessment of student progress and
growth in meeting state academic standards and instruction.
Statement may be best informed by the following questions and use of the following
quality practices.
•
Question: How do site student achievement goals; professional development,
structures and activities; classroom instruction; program and course offerings and
articulation of the academic standards with the curriculum align with the district’s
plan?
•
Question: How is the district plan communicated to the school site team?
•
Question: What communication and feedback loops are in place so that practices are
enhanced by district policy, and so that district policy is informed by practice at the
site or classroom level?
•
Members on the site team understand the role they play on the committee and their
perspective is actively encouraged and participation is reinforced.
•
Agendas are determined ahead of time, meetings are scheduled at times that are
conducive to good attendance, notes are taken and distributed at each site meeting,
and sufficient time is allotted to meeting agendas.
•
A communication plan is established to convey relevant updates and solicit feedback
from key stakeholders.
•
Content of meetings consists of reviewing reports, outcome and implementation
data, existing district plans, feedback and other information that can effectively
inform the work of the committee—that is to participate in the planning and improving
instruction and curriculum affecting state standards with the intended outcome of
closing the achievement gap and creating the world’s best workforce.
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District Reporting Requirements
_____ The school board shall publish a report in the local newspaper with the largest
circulation in the district, by mail, or by electronic means on the district website.
Statement may be best informed by the following questions and use of the following
quality practices.
•
Public report to be titled: District Number, District Name Local World’s Best
Workforce Plan will be prominently displayed on the district’s official Web page and
contain all required elements listed consistent with Minnesota Statutes, section
120B.11 in a manner that is accessible and relevant.
•
The World’s Best Workforce plan and report is approved by the district school board
prior to posting and updates are provided at predetermined intervals throughout the
year as needed.
Accessibility needs of your community stakeholders such as language/translation,
readability, visual content usage, clarity and language usage are considered and
incorporated into the published report.
•
_____ The school board shall hold an annual public meeting to:
_____ review, and revise where appropriate, student achievement goals, local
assessment outcomes, plans, strategies, and practices for improving
curriculum and instruction.
_____ review district success in achieving the previously adopted student
achievement goals and related benchmarks and the improvement plans
leading to the world's best workforce.
Statement may be best informed by the following questions and use of the following
quality practices.
•
Accessibility needs of your community stakeholders such as language/translation,
readability, visual content usage, clarity and language usage are considered and
incorporated into the plan and report.
•
Key messages are prioritized, highlighted and tailored to the relevant audiences.
•
Feedback from key constituents is gathered before posting the report.
•
A functional ongoing mechanism for gathering stakeholder feedback and providing
updates publicly throughout the year is established so that the report is not the only
source of information.
_____ The school board must transmit an electronic summary of its report to the
commissioner of the Minnesota Department of Education.
•
Summary report to be titled: District Number, District Name Local World’s Best
Workforce Summary Report, submitted in a manner that is accessible and relevant
by October 1, 2014.
Note: More specific information on submitting the summary report will be
distributed to superintendents during the 2013 – 2014 school year.
Statement may be best informed by the following questions and use of the following
quality practices.
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•
Summary report includes a summary of progress toward improving teaching and
learning and striving for the world’s best workforce; specifically progress towards
closing the achievement gap, all students ready for kindergarten, all students in third
grade achieving grade level literacy, all students attaining career and college
readiness before graduating from high school, all students graduating from high
school.
•
Summary report highlights information about best practice strategies that are being
implemented and that are showing evidence of impacting closing the achievement
gaps and working towards creating the world’s best workforce in Minnesota.
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